Teaching Large Classes EffectivelyTeaching Large Classes Effectively

Michael RuizMichael Ruiz

Department of PhysicsDepartment of Physics

Center for Teaching and LearningCenter for Teaching and LearningCenter for Teaching and LearningCenter for Teaching and Learning

March 3, 2011March 3, 2011March 3, 2011March 3, 2011

Teaching Large Classes EffectivelyTeaching Large Classes EffectivelyI. Why Have a Large Class in the First Place?

A Professional RiskChoosing the Right InstructorChoosing the Right Course to Scale UpWhy I Scaled My Courses

II. Four Basic Challenges and Some SolutionsStudent Focus in ClassMaintaining the Personal ConnectionClass ManagementMeeting Student Needs

III. Case History: Scaling Two Science CoursesMy Personal Guiding PrinciplesThe Astin Guiding Principles

AssignmentsTeacherPeers

IV. Concluding Remarks Public Domain Clip Artwww.ClipartPal.com

Public Domain Clip Artwww.ClipartPal.com

Why Have a Large Class in the First Place?Why Have a Large Class in the First Place?

Answer: Efficiency in Both Humanities and ScienceAnswer: Efficiency in Both Humanities and Science

Large Class for Foundation, Small for Discussion or Lab WorkLarge Class for Foundation, Small for Discussion or Lab Work

HUM 124 The Ancient World (Spring 2011)Class Size Minutes

Plenary Lecture 448 70Discussion Section 22 140

HUM 124 The Ancient World (Spring 2011)Class Size Minutes

Plenary Lecture 448 70Discussion Section 22 140

ENVR 241 Ecology and Field Biology (Fall 2010)Class Size Minutes

Lecture Section 56 150Lab Section 18 165

ENVR 241 Ecology and Field Biology (Fall 2010)Class Size Minutes

Lecture Section 56 150Lab Section 18 165

Three of Our Large ClassroomsThree of Our Large Classrooms

Lipinsky 125 (600 Seats)Lipinsky 125 (600 Seats)

HLH (300 Seats)HLH (300 Seats)

Robinson 125 (180 Seats)Robinson 125 (180 Seats)

A Professional RiskA Professional Risk

More Students

More Grading

Most Likely More Technology

Learning New Skill Sets

Uncertainty of Value forMerit or Promotion

Climbing in Ogliastra – Sardinia Klettern, Courtesy gego2605, Wikimedia CommonsClimbing in Ogliastra – Sardinia Klettern, Courtesy gego2605, Wikimedia Commons

Choosing the Right InstructorChoosing the Right Instructor

Faculty can be placed in optimalpositions just as other

professionals.

Public Domain Image Courtesy Wikimedia CommonsPublic Domain Image Courtesy Wikimedia Commons

Any wise manager (administrator) knows this.

Techniques that Help Me as an InstructorTechniques that Help Me as an Instructor

Photo by John Coutlakis, AshevilleCitizen Times, October 31, 1997

Photo by John Coutlakis, AshevilleCitizen Times, October 31, 1997

Meticulous PreparationMeticulous Preparation

Prepared to Teach Without NotesPrepared to Teach Without Notes

Projecting My VoiceProjecting My Voice

Changing Pace Every 10 MinutesChanging Pace Every 10 Minutes

Using a Variety of VisualizationsUsing a Variety of Visualizations

Moving Around (at times with a Remote)Moving Around (at times with a Remote)

Knowing Each Student by NameKnowing Each Student by Name

Not Being Afraid to Improvise (See Hat)Not Being Afraid to Improvise (See Hat)

Choosing the Right Course to Scale UpChoosing the Right Course to Scale UpOptics (Light) can be scaled up to large classes.Optics (Light) can be scaled up to large classes.

Intricate quantitative assignments can be graded by computer.

Intricate quantitative assignments can be graded by computer.

Daughter and Dad in BackgroundPhoto by Wendy Newman

Daughter and Dad in BackgroundPhoto by Wendy Newman

Why I Scaled My CoursesWhy I Scaled My CoursesLove of Challenge and Excitement of Large ClassesLove of Challenge and Excitement of Large Classes

Integration of Teaching with Scholarship (Publish Innovations)Integration of Teaching with Scholarship (Publish Innovations)

Student Credit Hours Generated = 955 (see above). Institutional Research gives 381 as the faculty average for 2010-2011. Private Communication.

Student Credit Hours Generated = 955 (see above). Institutional Research gives 381 as the faculty average for 2010-2011. Private Communication.

Pride in Generating 2.5 Faculty Positions for the UniversityPride in Generating 2.5 Faculty Positions for the University

II. Four Basic Challenges and Some SolutionsII. Four Basic Challenges and Some SolutionsStudent Focus in ClassStudent Focus in Class

Maintaining the Personal ConnectionMaintaining the Personal Connection

Class ManagementClass Management

Attending to Individual Student NeedsAttending to Individual Student Needs

Student Focus: Grand Gestures Can HelpStudent Focus: Grand Gestures Can HelpLike Giving a Piano Recital in a Large Hall – You Need to Project.Like Giving a Piano Recital in a Large Hall – You Need to Project.

Student Focus: Get Them InvolvedStudent Focus: Get Them InvolvedDancing a Longitudinal WaveDancing a Longitudinal Wave

Courtesy Adam Yeager (student who pulled out a camera and shot a video)and Students, PHYS 102 “The Physics of Sound and Music,” Fall 2010

Courtesy Adam Yeager (student who pulled out a camera and shot a video)and Students, PHYS 102 “The Physics of Sound and Music,” Fall 2010

Another Example of Student Involvement in ClassAnother Example of Student Involvement in ClassThe Math-Physics Underlying the Aesthetics of the “Blues.”

Non-Music Majors following Oscar Peterson and Milt Jackson.The Math-Physics Underlying the Aesthetics of the “Blues.”

Non-Music Majors following Oscar Peterson and Milt Jackson.

PHYS 102 The Physics of Sound and MusicPHYS 102 The Physics of Sound and Music

A Dynamic Large-Scale Visualization at BoardA Dynamic Large-Scale Visualization at BoardThe Human Oscilloscope: Student waves naturally without looking

– result is a sine wave as student is pulled across the stage.The Human Oscilloscope: Student waves naturally without looking

– result is a sine wave as student is pulled across the stage.

Courtesy CNN, PHYS 102 The Physics of Sound and Music, Fall 2002Courtesy CNN, PHYS 102 The Physics of Sound and Music, Fall 2002

Another Large-Scale DemonstrationAnother Large-Scale DemonstrationBlowing Up Hydrogen in Astronomy: 2H

2 + O

2 ---> 2H

2O + EnergyBlowing Up Hydrogen in Astronomy: 2H

2 + O

2 ---> 2H

2O + Energy

Fun Movie Clips in a “Theatre” EnvironmentFun Movie Clips in a “Theatre” EnvironmentThe screen appears small due to the wide-angle view.The screen appears small due to the wide-angle view.

Courtesy CNN. CNN Anchor Ann Kellan in a video made the previous day with the author to demonstrate “Blues” for PHYS 102 “The Physics of Sound and Music”

Courtesy CNN. CNN Anchor Ann Kellan in a video made the previous day with the author to demonstrate “Blues” for PHYS 102 “The Physics of Sound and Music”

Keep Things Interesting (“Seeing the Light”)Keep Things Interesting (“Seeing the Light”)

Observation (left – the mirror and balls) and Analysis (right).Observation (left – the mirror and balls) and Analysis (right).

Courtesy WLOS TV, Channel 13 (Spring 1989)Courtesy WLOS TV, Channel 13 (Spring 1989)

Often state what is obvious to you, but not for them. Often state what is obvious to you, but not for them. Science is observation and analysis.Science is observation and analysis.

That is why I fell in love with science. I share it with That is why I fell in love with science. I share it with them..

The “Guide” on the “Side”The “Guide” on the “Side”... and then leave some diagrams for them to do.... and then leave some diagrams for them to do.

Photo by Jennifer Bennett, PHYS 101 Light and Visual PhenomenaPhoto by Jennifer Bennett, PHYS 101 Light and Visual Phenomena

The Use of Clickers to Poll Student ResponsesThe Use of Clickers to Poll Student ResponsesLecturer Judy Beck in Pre-Med Physics (65 Students)Lecturer Judy Beck in Pre-Med Physics (65 Students)

For me, it is a must to learn their names.For me, it is a must to learn their names.

Used by Permission of the Six StudentsUsed by Permission of the Six Students

Maintaining the Personal ConnectionMaintaining the Personal Connection

Maintaining the Personal ConnectionMaintaining the Personal ConnectionThe Getting-to-Know-You SheetThe Getting-to-Know-You Sheet

Used by Permission of EbonyUsed by Permission of Ebony

After Question 4 below is Question 5: “Tell me something aboutyourself.” Then – a place for a signature to indicate the student has

read the syllabus. Finally, a thank you for taking my course.

Class ManagementClass Management

Difficult to gracefully enforcewithout knowing their names.Difficult to gracefully enforcewithout knowing their names.

Don't be too obsessive here. They will often forget.Be kind. Rapport with the class is important too.

Don't be too obsessive here. They will often forget.Be kind. Rapport with the class is important too.

Class ManagementClass ManagementThere must be consequences for showing up late or leaving early.There must be consequences for showing up late or leaving early.

Students pick up an “Attendance Quiz” sheet as they enter. When class starts,these are replacedreplaced with the “Late Slip.” The Quiz is given at the end of class.

Quiz Question for the color class: What color is an orange?

Meeting Student Needs – In ClassMeeting Student Needs – In ClassTo accommodate different learning styles, we include blackboard analysis, a “Power Notes” handout to fill in as we go, computer projection, a slide show, and portable demonstrations (front of room) that we pass around the class.

To accommodate different learning styles, we include blackboard analysis, a “Power Notes” handout to fill in as we go, computer projection, a slide show, and portable demonstrations (front of room) that we pass around the class.

Meeting Student Needs – Outside of ClassMeeting Student Needs – Outside of ClassMany Goodies in Addition to Office HoursMany Goodies in Addition to Office Hours

Power Notes handed out in class for active learning.Power Notes handed out in class for active learning.

Old Exams and Solutions are posted.Old Exams and Solutions are posted.

Tips on Learning and “What it Takes to Be Great.”Tips on Learning and “What it Takes to Be Great.”

Recorded Elluminate/Wimba Q & A Sessions.Recorded Elluminate/Wimba Q & A Sessions.

III. Case History: Scaling Two Science CoursesIII. Case History: Scaling Two Science Courses

PHYS 101 Light and Visual Phenomena

PHYS 101 Light and Visual Phenomena

PHYS 102 The Physics of Sound and Music

PHYS 102 The Physics of Sound and Music

My Personal Guiding PrinciplesMy Personal Guiding Principles

1. It Must Be Beneficial for the Student.1. It Must Be Beneficial for the Student.

2. It Must Be Beneficial for Me.2. It Must Be Beneficial for Me.

3. It Must Be Beneficial for the University.3. It Must Be Beneficial for the University.

The Astin Guiding PrinciplesThe Astin Guiding Principles

1. Time on Task - Assignments1. Time on Task - Assignments

I always keep in mind the Astin Guide. As I scaled, I made sure to increase the

amounts of the three ingredients present at the

best colleges.

I always keep in mind the Astin Guide. As I scaled, I made sure to increase the

amounts of the three ingredients present at the

best colleges.

2. Teacher - Access2. Teacher - Access

3. Peer - Interaction3. Peer - Interaction

Time on Task - AssignmentsTime on Task - Assignments

Small-Class Model (before scaling): I gave one weekly sheet of three questions, which I graded and recorded by hand.

Small-Class Model (before scaling): I gave one weekly sheet of three questions, which I graded and recorded by hand.

Large-Class Model (after scaling): I quadrupled the amount of homework, which is now graded by the computer.

Large-Class Model (after scaling): I quadrupled the amount of homework, which is now graded by the computer.

Note that each student gets a different number for the wavelength and frequency, both generated by the computer.

Note that each student gets a different number for the wavelength and frequency, both generated by the computer.

The Three Personal Guiding PrinciplesThe Three Personal Guiding PrinciplesIs it beneficial for the student? Yes!Is it beneficial for the student? Yes!

Time on Task increases significantly.Time on Task increases significantly.Immediate Feedback – Student can try again if wrong.Immediate Feedback – Student can try again if wrong.

Each gets a unique homework set. Harder to share answers.Each gets a unique homework set. Harder to share answers.

Is it beneficial for me? Yes!Is it beneficial for me? Yes!

I design the questions and the computer grades them for me.I design the questions and the computer grades them for me.

Is it beneficial for the University? Yes!Is it beneficial for the University? Yes!

More students can take the course as the computer is the grader.More students can take the course as the computer is the grader.

Student Working in Her DormStudent Working in Her Dorm“You can look and see if you’ve gotten something wrong. In your homework you have feedback. This way you can interact with the computer basically and you feel like you’re interacting with your

professor.” Erin Benson to CNN Anchor Ann Kellan

“You can look and see if you’ve gotten something wrong. In your homework you have feedback. This way you can interact with the computer basically and you feel like you’re interacting with your

professor.” Erin Benson to CNN Anchor Ann Kellan

Courtesy CNNCourtesy CNN

Instructor - Access Instructor - AccessSmall-Class Model (before scaling): 2 Hours in OfficeSmall-Class Model (before scaling): 2 Hours in Office

Large-Class Model (after scaling): 9 Hours of Teacher AccessLarge-Class Model (after scaling): 9 Hours of Teacher Access

I am in lab six hours: A guest can drop in.There are usually 2 or 3 free computers.

I am in lab six hours: A guest can drop in.There are usually 2 or 3 free computers.

Three Office Hours in Room with at Least 10 Computers.

Three Office Hours in Room with at Least 10 Computers.

Also the Common Hours if no Committee Meetings or Events.Also the Common Hours if no

Committee Meetings or Events.

Peer - InteractionPeer - InteractionSmall-Class Model (before scaling): Limited to Class Time.Small-Class Model (before scaling): Limited to Class Time.

Large-Class Model (after scaling): Online Peer Forum 24x7.Large-Class Model (after scaling): Online Peer Forum 24x7.(Strength in numbers for better 24x7 coverage.)(Strength in numbers for better 24x7 coverage.)

Used by Permission of the StudentsUsed by Permission of the Students

IV. Concluding RemarksIV. Concluding RemarksI hope I have shown you that given the right course content

and the right instructor, that it is possible to create an environment for effectively teaching large classes.

I hope I have shown you that given the right course content and the right instructor, that it is possible to create an

environment for effectively teaching large classes.

Good luck. Teach with joy and care for your students. Your passion for the subject matter will become contagious.

Good luck. Teach with joy and care for your students. Your passion for the subject matter will become contagious.

Blues Brothers in Team-Taught Astronomy, Halloween 2005Blues Brothers in Team-Taught Astronomy, Halloween 2005

Prof. BookerProf.

Booker Prof. RuizProf. Ruiz

CandyCandy